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An emergent literature has shown that some students overcome adversities related to their low Socio-Economic Status (SES) by attaining high academic achievement. One of the aims of this literature is to identify the factors that explain the capacity of students from low SES backgrounds to attain high academic achievement. However, upon reviewing this literature, I observed that few studies have comparatively investigated the associations between the capacity of students from low SES backgrounds to attain high achievement in reading and school climate characteristics. Additionally, I found that not many studies have researched whether student SES moderates these associations. This paper contributes to fill these two gaps by estimating associations between high achievement in reading and school climate characteristics. Moreover, it examines whether student SES moderates these associations. To do this, this research estimated logit and heterogeneous choice models using representative samples of students from Argentina, Brazil, Chile, Colombia, and Uruguay who participated in the 2018 Programme for International Student Assessment (PISA). The results show that high achievement in reading is positively correlated to certain teaching practices, such as perceived teacher enthusiasm during the instruction and adapting instruction to students' needs. Conversely, it is negatively correlated to teacher feedback and teacher-directed instruction. Furthermore, the findings indicate that high achievement in reading is negatively correlated to the scarcity and low quality of educational material. Interestingly, the results show that student SES does not moderate these associations. In conclusion, these findings indicate that interventions targeting these areas of school climate may help to increase students' probability of attaining high achievement in reading, regardless of their SES. Likewise, these results suggest that if these interventions are focused in low SES schools, they may contribute to bridge the gap in reading skills between students from low and middle or high socioeconomic backgrounds.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

A bibliometric analysis was carried out on the production and publication of research papers related to the study of the management variable in the quality of education in Latin America. The purpose of the analysis proposed in this document is to know the main characteristics of the volume of publications registered in Scopus database during the period 2016-2021 in Latin American countries, achieving the identification of 1183 publications in total. The information provided by said platform was organized by means of tables and figures categorizing the information by year of publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that Brazil, with 589 publications, is the Latin American country with the highest production. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of management in the quality of education was Medicine with 538 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 71% of the total scientific production.

In this paper we analyze the semantic and pragmatic properties of a colloquial interrogative construction attested in European Spanish, which we label invariable "qué" questions (IQQs). In doing so, we contribute to the better understanding of a relatively understudied phenomenon in Spanish, given that IQQs have been mainly approached from a purely syntactic standpoint. We claim that evidentiality and irony play a crucial role in the understanding of IQQs. Because of their special interpretative functions, as well as the fact that they do not appear to have a clear correlate in other languages, we believe IQQs pose a challenge to the second language student, which is why we further offer a step-by-step proposal to introduce IQQs in the Spanish as a second language class.

This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.

Motivated by increasing Colombian immigration in Chile, this paper aims to understand the production of Colombian students attuned with the geopolitical discourses on immigrants in Santiago. Inspired by feminist geographers, it considers the nation as an affective device and geopolitics as the power asymmetries resulting from the encounter of different corporealities. Three cases are used to produce narratives about the affective geopolitics influencing Colombian doctoral students in Chile by analysing how their trajectories create unbalanced powers and affect how they live and re-signify their bodies and nationality. The results indicate that, by presenting themselves as Colombians, students are associated with stigmatised Colombian bodies, which include the notions that they are sexually reified, black, poor, and vulgar. At the same time, they try to dissolve the stereotype of the Colombian person in Chile and use their privileged positions as high-skilled graduate students to detach from the great Colombian immigrant flow.

This paper reports the results of three independent qualitative case studies that examined interactions with feedback as L2 listeners worked in self-regulated environments. Data on high-intermediate learners of English were collected from case studies conducted in Australia, Colombia and Chile. Results show that L2 listeners across case studies used feedback to assess performance, to ease task completion, and to regulate listening comprehension processes. We discuss reasons along with integrated data and propose a three-level preliminary framework for conceptualizing feedback in computer-based L2 listening.

This research utilizes the theoretical framework of the protest paradigm to analyze how major TV channels and newspapers in Chile and Colombia covered—on their official X (Twitter) accounts—the massive 2019 protests. The paper collected data using the software Crimson Hexagon (CH), a social media analysis software that accesses all public messages posted on Twitter, and then conducted a manual content analysis to fully explore the adherence to the paradigm in digital environments, including audience interactions with media content. Results show that chosen media outlets take mainly the riot and confrontation frames to delegitimize protesters, partially influencing the reaction of audiences who engaged with those diminishing devices. A further analysis demonstrates how deeply intertwined the media are with the status quo and elites. In addition, legacy media, particularly TV, seem to fall into a systematic delegitimization of social protest. This research is valuable as it enhances the understanding of media portrayals of protests in Latin America given the new dynamics of news engagement on social media. [ABSTRACT FROM AUTHOR]

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With over 5 million Venezuelans fleeing their home country, Latin America is facing the largest migration crisis in its history. Colombia, Peru, and Chile host the largest numbers of Venezuelan migrants in the region. Each country has responded differently to the crisis in terms of the provision of education. Venezuelan migrants attempting to enter the primary, secondary, and higher education systems encounter a variety of barriers, from struggles with documentation, to limited availability of spaces in schools, to cultural barriers and xenophobia. This paper examines the distinct educational policy responses to Venezuelan migrants in Colombia, Peru, and Chile. It begins by contextualizing the current crisis through a sociopolitical and economic analysis of the origins of the Venezuelan migration phenomenon. Venezuelans are not officially and legally recognized as refugees by the UNHCR. Refugee status is considered on a case-by-case basis at the country level. The regional coordinating bodies tasked with promoting safe, orderly, and legal migration of Venezuelans to host countries have given uneven attention to education. The paper examines each country's response to Venezuelan migrants from a human rights perspective. It provides sociopolitical context and discusses the specific educational offerings from the primary to tertiary levels in Colombia, Peru, and Chile. It considers alternative or flexible education models, second shift schools, access to school transportation and feeding programs, and teacher training opportunities that cater to the growing migrant population. It explores barriers to entry into the educational system, including documentation challenges due to legal and enrollment requirements, constraints on the host countries' education systems, and discrimination due to lack of intercultural training and xenophobia. It also discusses challenges related to the quality of the educational opportunities for Venezuelan migrant children, and the specific needs of these children. The paper considers several ideas to protect Venezuelan migrants' rights to an education and to strengthen their integration. Finally, it offers recommendations on sustainable education solutions for Venezuelan migrants at all levels in the three countries. These recommendations include improving information sharing, addressing structural bottlenecks to school enrollment, and expanding pathways (existing and complementary) to higher education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Entrepreneurship is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Public–Private Partnership (PPP) programs have been developed widely for more than 30 years across the world. The continuity of these programs depends on an adequate balance of three-dimensional sustainability (i.e., economic, environmental, and social). Nevertheless, social sustainability has been demonstrated as being fragile because of the challenges to achieving the intended social legitimacy in PPP programs. This study aims to understand key challenges in achieving social legitimacy in road PPP programs by analyzing contractual clauses, legal frameworks, and stakeholders' interviews of two toll road PPP programs in Chile and Colombia. Three key challenges to social legitimacy were found: social involvement issues, distrust between impacted and responsible stakeholders, and lack of social criteria within toll tariff policy. Findings reveal that it is required to move beyond current consultation mechanisms and thoroughly involve the impacted groups as a relevant stakeholder typology in order to maximize value creation in user-pay PPP programs. In line with that, this study exposes that the claim of previous research for developing relational governance between the public and the private sectors is not enough for overcoming governance limitations and addressing social legitimacy in user-pay PPPs. It is also necessary to enhance relational governance in a triadic approach. This study contributes to the PPP body of knowledge by redirecting the discussion from overall legitimacy to social legitimacy challenges and by including the impacted stakeholders in the analysis of PPP governance mechanisms. [ABSTRACT FROM AUTHOR]

Transparency and public accountability are two essential aspects of public administrations because they help to prevent possible cases of corruption and encourage citizen participation. In this sense, transparency is a communicative, not merely administrative or legal, process between public institutions and citizens. The main objective of this study is to identify predictive factors of transparency in government healthcare centers in Chile, Colombia, Ecuador, and Spain in 2021. To do this, we analyzed the websites of 64 public administrations from these countries. Content analysis was applied to assess the presence of 24 indicators on each website. The results for the studied cases reveal an association between the level of transparency and three factors: healthcare systems, internet access, and administration levels. We also identified a predictive factor that should be considered in future studies on the transparency of healthcare websites: the likelihood of decreased transparency was reduced by 91% for public healthcare systems (Ecuador and Spain) as opposed to mixed public –private healthcare systems (Chile and Colombia). We thereby conclude that the involvement of the State, at least in matters related to the healthcare field, favors greater access to information by the community, at the same time as providing greater social responsibility because of substantial communication of the activities carried out by these centers, as well as how and by whom. [ABSTRACT FROM AUTHOR]

Copyright of Revista Facultad de Medicina de la Universidad Nacional de Colombia is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A major theoretical issue about health system reform involving decentralization has been whether it promotes equity of health system funding. An article by the principal author and others in 2003 showed that, under certain conditions and policies, decentralization improved the equity of allocation of financial resources to different income levels of municipalities in Colombia and Chile. Another recurring issue has been whether reforms can be sustained over time. In a follow-up study in 2015, we found that the equity of national allocations was sustained even though the allocation rules for intergovernmental transfers and insurance funding sources had changed, as long as per capita allocation rules were retained. Nevertheless, the wealthier municipalities in Chile were able to increase their own source funding contributing to a larger gap between wealthy and poor municipalities, suggesting that in order to assure continued equity some compensation for these funds be included in intergovernmental transfer rules or that local source funding be restricted by national policy. These reforms may be more likely to be sustained if they become embedded in existing financial systems and if they receive support of status quo constituencies. [ABSTRACT FROM AUTHOR]